St Anne’s Catholic Primary School

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About St Anne’s Catholic Primary School

Name St Anne’s Catholic Primary School
Ofsted Inspections
Headteacher Mrs Gillian Murphy
Address Overbury Street, Liverpool, L7 3HJ
Phone Number 01517091698
Phase Primary
Type Voluntary aided school
Age Range 3-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 259
Local Authority Liverpool
Highlights from Latest Inspection

What is it like to attend this school?

Pupils at the school are happy and make lots of friends. They feel safe because leaders and staff care for them.

Pupils learn to be kind towards one another. Pupils enjoy caring for animals, such as dogs and horses at local community centres. They respect differences between themselves and other people and communities.

Pupils behave sensibly and show much self-control. They are keen to meet leaders' high expectations of their conduct. Almost all pupils who spoke with inspectors said that leaders resolve any issues of bullying quickly.

Pupils, including those with special educational needs and/or disabilities (SEND), enjoy their learning. They achieve well bec...ause leaders want them to do well. Staff plan and teach the curriculum carefully.

Pupils learn challenging new words that help them to talk about their knowledge of different subjects. Pupils speak with enthusiasm and understanding about their learning.

Leaders help pupils to develop in lots of different ways.

Pupils learn to dance and compete in sports teams. They complete tasks that help to keep the school clean and tidy. Pupils leave the school ready for the next stage of education at secondary school.

What does the school do well and what does it need to do better?

Leaders set clear curriculum plans for staff to follow in each subject. They ensure that staff receive lots of training and expert advice. This helps teachers to have strong curriculum knowledge.

Leaders and staff, including in early years, plan carefully what essential knowledge they want pupils to learn. They plan the curriculum in a logical order. Across subjects, staff use assessment carefully to ensure that pupils understand previous knowledge before moving on to new work.

For instance, in mathematics, teachers check that pupils understand the important knowledge they need in order to prepare them for their next steps.

The activities that teachers plan for pupils help them to remember what they are taught. This ensures that pupils achieve well in different subjects.

They gain valuable new knowledge and skills. For instance, older pupils can explain the various possible reasons for the outbreak of the Second World War. They can explain the way in which some artists create pictures by analysing, breaking up and reassembling images in an abstract form.

However, in some subjects, teachers do not check in sufficient detail that pupils are applying their previously learned knowledge. For example, in history and geography, pupils' written work sometimes lacks fluency and accuracy.

Teachers and teaching assistants in the Nursery and Reception classes give a strong focus to developing children's confidence and their early language skills.

This ensures that children are well prepared for their learning in Year 1. Across subjects, pupils can recall and explain new words that they have learned.

Leaders focus successfully on the development of pupils' reading.

Staff are quick to spot those pupils who struggle to read. They provide skilful support to these pupils. This helps pupils to catch up with their peers.

Pupils read with accuracy and fluency. They talk with enthusiasm about the many high-quality fiction and non-fiction books they enjoy borrowing from the school's well-stocked, attractive library areas.

Leaders and staff identify those pupils with SEND quickly.

They work closely with other professionals to gain the right advice for supporting pupils. Leaders ensure that pupils with SEND study the same curriculum as their peers. Staff plan learning in carefully ordered steps.

Leaders and staff work closely with parents and carers to plan and review the progress of these pupils.

Leaders and staff teach pupils to be thoughtful, respectful citizens. For instance, pupils learn about the global challenge of deforestation and the need to eradicate racism.

Leaders teach pupils to value the views, faiths and beliefs of other people. Pupils learn to respect people who have different abilities. Leaders help pupils to be healthy.

Staff plan many events and activities to develop pupils' mental and physical well-being.

Leaders make sure that staff have a reasonable workload. Governors place a strong emphasis on ensuring that staff and pupils enjoy their time at the school.


The arrangements for safeguarding are effective.

Leaders and staff complete regular training about safeguarding. They work successfully to protect pupils from possible safeguarding risks.

They link fully with the police and with professionals in health and social care where necessary.

Pupils said that staff listen and act on their views and concerns. Pupils understand how to keep themselves safe, including when online, when meeting new people in person or when walking near roads.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subject areas, leaders and staff do not check with precision that pupils are applying their previously learned knowledge with fluency. This is particularly the case in pupils' written work in some foundation subjects. Leaders should ensure that pupils' writing reflects the knowledge and skills that they have learned.

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